UROP Project

Are Protest Suicides Different? A LIWC Analysis of Korean Suicide Protest Notes and Non-Protest Suicide Notes

Suicide, Suicide Notes
Research Mentor: Marie Campione,
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: campione@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Psychology
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This project examines whether suicide protest notes, written by Korean students and laborers who died by suicide in acts of political or social protest, are linguistically distinct from suicide notes written in more individual, non-political contexts. While suicide protest is often portrayed as a form of activism or martyrdom, I aim to test whether, at their core, these acts reflect the same psychological and emotional processes that underlie other suicides. Using the Linguistic Inquiry and Word Count (LIWC) software, I will analyze both protest suicide notes and non-protest suicide notes. LIWC categorizes words into domains such as affect, cognition, social processes, and drives. By comparing the two, I will investigate whether the language of protest suicides is meaningfully different, or whether protest suicide notes resemble other suicide notes in their linguistic and psychological profiles.

Research Tasks: Literature review, data analysis, manuscript writing

Skills that research assistant(s) may need: Reading research papers (recommended)
Academic writing (recommended)
Literature reviews (recommended)
Basic statistics (recommended)

Mentoring Philosophy

I view the mentor–mentee relationship as a mutually beneficial partnership. My role is not only to provide guidance and opportunities but also to learn from the fresh perspectives, energy, and skills that mentees bring to the team. At its core, mentoring should foster growth, accountability, and independence in a way that serves both the mentee’s goals and the larger research mission. I begin by identifying each mentee’s goals and interests, whether those involve graduate school, skill development, or gaining research exposure. From there, I assign responsibilities such as conducting literature reviews, formatting papers, cleaning datasets, or helping with participant-facing tasks like suicide risk assessments. As mentees demonstrate competence and initiative, I give them increasing ownership of their work and opportunities to expand. This creates an interactive environment where mentees are challenged but also supported, learning to balance autonomy with collaboration. I believe mentees are smart and capable individuals. I do not “baby” them, but I also provide a safe environment where it is acceptable to fail, ask questions, and learn from mistakes. I expect mentees to approach problems with curiosity and resourcefulness, attempting to figure things out before seeking help, while knowing that I am available for support and guidance. Ultimately, my philosophy centers on respect, accountability, and growth. I encourage mentees to take initiative, explore their interests, and develop confidence in their abilities, while I share my own experiences and ensure they leave with tangible skills, professional development, and mentorship that extends beyond a single project.

Additional Information


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